The first graders found an interesting looking insect on the school playground during recess. I captured it in a jar and asked the students if they would volunteer to be our "resident bug detectives." Some students were eager to comply and others squealed and adamantly declined. I knew I would have to convince some students that learning about things you are afraid of, is a way to be less afraid. I saw the school librarian in the teachers' lounge and told her about the reactions my students exhibited at finding this creature. I enlisted the help of Ms. Ramirez, the school librarian, to help my students with an initial insect investigation in the hopes that it would spark new interest in learning about other insects during our upcoming insect unit in science. She suggested I bring the students to the library to look for resources, but the materials in the library were rather too difficult for my beginning readers. The school librarian helped the students contact a local entomologist on the Aramco compound, who identified the insect as an assassin bug. This sparked a great deal of interest and excitement and motivated them to search for more information. Ms. Ramirez assisted my students in gathering more details and information about the bug using age-appropriate library resources obtained through our inter-library loan system and the Internet. The investigation centered on two essential questions: How do living things change over their lifetime? and What are the developmental stages of various living things? She even enlisted the assistance of our technology resource teacher with the idea to help the students prepare a two-minute video or PowerPoint presentation on the bug to share with some of the other first grade classes. After students had obtained their information about the insect, Ms. Ramirez, took the lead in helping me work with small groups of students to draft a script loaded with important details about the insect, and we both helped the students critique their work before starting on the technology production.
Dr. M. This is a plausible if scenario if the librarian has done her homework of educating faculty and administrators about the potential of classroom-library collaboration. In many school environments, it will be up to the librarian to make the first move.
Attached below is the schedule that Ms. Ramirez and Mrs. BrackenSquires will use to complete the Lesson Planning process.
Lisa BrackenSquires- First Grade Teacher and Jennifer Ramirez- School Librarian
Dates/Times:Multiple lessons over a period of ten days 30-60 min.each day.
1. Why are we asking students to engage in this learning experience? Goals/Standards
Children have a natural curiosity about the world around them. They often find interesting things on the playground and at home that they are eager to share. One of the science curriculum units in first grade is about insects. This insect investigation is a perfect anticipatory set that leads directly to the content they will study in science and in using reading comprehension questioning tools to learn more about insects.
The content standards below may need to change to be current with the TEKS standards for grade 1 in the areas listed below. (To be finalized Nov. 14-16)
Content Standards for Grade One Science
The student can ask questions about objects, organisms, events, places, or relationships in the environment.
Science TEKS for Grade 1:
(4) In Grade 1, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand the world around them in the context of scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms. (A) A central theme in first grade science is active engagement in asking questions, communicating ideas, and exploring with scientific tools in order to explain scientific concepts and processes like scientific investigation and reasoning; matter and energy; force, motion, and energy; Earth and space; and organisms and environment. Scientific investigation and reasoning involves practicing safe procedures, asking questions about the natural world, and seeking answers to those questions through simple observations and descriptive investigations.
(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: (A) ask questions about organisms, objects, and events observed in the natural world; (E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.
(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: (A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums.
I believe you can refine your selection of standards/indicators. Although all of these are aligned, I don't think you want to measure each one. Please re-examine and pick the ones you will assess.
Content Standard for Grade One Language Arts
The student can construct meaning by asking and answering who, what, when, why, where and how questions about what is read.
The student can present ideas in a logical order or sequence that is easy to follow
Reading TEKS for Grade 1:
(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(B) identify important facts or details in text, heard or read;
Writing TEKS for Grade 1:
(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (E) publish and share writing with others.
(19) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (C) write brief comments on literary or informational texts.
(24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: (C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).
(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.
Content Standard for Grade One Technology
The student can demonstrate creative thinking and construct knowledge using technology
Technology TEKS for Grade 1:
(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
(A) apply keyword searches to acquire information; and
(B) select appropriate strategies to navigate and access information for research and resource sharing.
(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information including text, audio, video, and graphics; and (B) use on-line help. (6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to:
(A) determine the success of strategies used to acquire electronic information; and
(B) determine the usefulness and appropriateness of digital information.
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(B) publish information in a variety of media including, but not limited to, stored files or video.
2. What do we want the students to learn? Performance Indicators/Learning Objectives
According to Standards for the 21st-Century, the lesson is focused on:
Standard 1:Inquire, think critically, and gain knowledge 1.1.3 Develop and refine a range of questions to frame search for new understanding.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
Skills Indicators: 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the lesson. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess.
Dispositions Indicator: 2.2.4 Demonstrate personal productivity by completing products to express learning.
Responsibilities Indicator: 1.3.4 Contribute to the exchange of ideas within the learning community.
Self-Assessment Strategies Indicator: 1.4.2 Assess the quality and effectiveness of the learning product
What about:Develop and refine a range of questions to frame search for new understanding. (1.1.3)?
3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator
Internet websites and books for student use need to be located
To begin the discussion and investigation, one teacher will read, Bugs Are Insects by Anne Rockwell, followed by both teachers working collaboratively to elicit student responses for the KWL chart. One teacher will ask questions while the other records the students' responses. The students will work individually and in small groups with Mrs. BrackenSquires to focus on and learn how to obtain information about their insect. They work in small groups using the classroom leveled reading library to gather and record pertinent information related to the two essential questions: What is important about this insect? and How does it change throughout its life cycle? Reading comprehension strategy lessons conducted by Mrs. BrackenSquires will be centered on questioning during guided reading time in the first week. Additionally, the school librarian will assist small groups of students as they obtain their information in books and from Internet websites bookmarked by the technology resource teacher and both instructors. Students will pair/share read and record their findings in their own words on the various information templates (Outline for Insect Research Paragraph - document posted below) provided by their teacher. This is an ongoing reading activity conducted in the classroom over the course of five-ten days.
An online pathfinder may be an ideal way to share the bookmarked Web sites. Since multiple educators are contributing to it, putting it on a wiki would be most effective.
Small groups of students will work with Ms. Ramirez, and Mrs. BrackenSquires, in a series of five sessions that will focus on the creation of the technology presentation. In these sessions, the students will work collaboratively to select the most important facts (Synthesizing - Reading Comprehension) they wish to share about the insect. They will divide the scripting work, draft the segments, rehearse their parts, and critique each others' performance using selected rubrics.
Two parent volunteers will assist with the filming and in supervising the making of props the children may want to create for their group.
Hurray for involving parents!
The technology resource teacher will assist with the creation of the video or PowerPoint by supervising the use of the school video camera and by demonstrating how to use Movie Maker in the computer lab. In addition, student time in the computer lab will be used to help the children create and/or find pictures and organize notes about the stages of insect development.
Hurray for technology integration. Will students we working with partners or small groups? (Sorry if I missed that above...)
4. How will they communicate what they learned? Learning Process/Products Students will use a matrix to monitor Questioning strategies- This will be finalized Nov. 16-19 The students will use their questioning matrix to develop a script for two-minute video on their findings and present their work to other first grade classes.
My concern with your graphic organizers is that they may be too sophisticated for 1st-grade students. What do you think? Is there a way to make these more developmentally appropriate?
Students will use this form to help them document their research from literature they have explored. As students research, they will also use the Outline for Insect Research Paragraph template to document their findings. This form will also aid in the video presentation.
I have seen a checklist/rubric that consists of a "hangman" with each criterion represented by a body part. It worked well for younger students.
5. How will they/we assess their learning? Assessment Criteria/Tool(s) Rubric to be developed by Nov. 21 Students will use the attached check list to monitor their own work during the research process and video /PowerPoint presentation process.
Students will also be asked to reflect individually on the learning experience, changes in their perceptions of insects, and in learning how to use technology to communicate their knowledge. (This form will be created at a later date)
Classmates and the teachers will critique the final video performance or PowerPoint presentation using a simple rubric devised by the school librarian and the teacher. The rubric will include criteria on content accuracy, organization, delivery, and visual support used.
Students will need library books and age-appropriate Internet resources. They will use pencils, colored pencils, paper and any other art supplies needed to write their information and make props or pictures. The technology resource teacher will provide access to a video camera so the two collaborators can film student projects, and access to the computer lab will be provided so that students can watch a demonstration on how to create a class project movie using Movie Maker or PowerPoint.
Book and Online Resource for Students:
Bugs Are Insects by Anne Rockwell (book title in italics)
Jennifer, We can move these forms to the bottom of this page and out of the way if we find we don't need them. These are just some student forms I have used in the past that come to mind when I think of what I would aim for in the lesson and how I would direct a collaborative lesson about how living things go through a process of change and transformation (i.e. life cycles). It is a typical scenario for grades one or two. We don't have to use these but I'm searching for everything I have at my fingertips. These are student forms, not planning forms, but I thought they'd give a little direction for the lesson outcomes.
Hi Lisa, I looked over the forms you posted above and think they are helpful. Do you think we should incorporate them into the lesson plan later?
Jennifer
Yes, Jennifer. I think the forms are useful in helping children organize their ideas and notes. And as you can see, I chose planning form 1C for collaboration purposes. We still need to complete the lesson template. Lisa
There are 3 planning forms from Dr. M's ALA site from which to choose. I suppose we need to begin with those. We will need to choose one today. Be sure to look at those- chapter 1 (1A, 1B, 1C)
The first graders found an interesting looking insect on the school playground during recess. I captured it in a jar and asked the students if they would volunteer to be our "resident bug detectives." Some students were eager to comply and others squealed and adamantly declined. I knew I would have to convince some students that learning about things you are afraid of, is a way to be less afraid. I saw the school librarian in the teachers' lounge and told her about the reactions my students exhibited at finding this creature. I enlisted the help of Ms. Ramirez, the school librarian, to help my students with an initial insect investigation in the hopes that it would spark new interest in learning about other insects during our upcoming insect unit in science. She suggested I bring the students to the library to look for resources, but the materials in the library were rather too difficult for my beginning readers. The school librarian helped the students contact a local entomologist on the Aramco compound, who identified the insect as an assassin bug. This sparked a great deal of interest and excitement and motivated them to search for more information. Ms. Ramirez assisted my students in gathering more details and information about the bug using age-appropriate library resources obtained through our inter-library loan system and the Internet. The investigation centered on two essential questions: How do living things change over their lifetime? and What are the developmental stages of various living things? She even enlisted the assistance of our technology resource teacher with the idea to help the students prepare a two-minute video or PowerPoint presentation on the bug to share with some of the other first grade classes. After students had obtained their information about the insect, Ms. Ramirez, took the lead in helping me work with small groups of students to draft a script loaded with important details about the insect, and we both helped the students critique their work before starting on the technology production.
Dr. M.
This is a plausible if scenario if the librarian has done her homework of educating faculty and administrators about the potential of classroom-library collaboration. In many school environments, it will be up to the librarian to make the first move.
Attached below is the schedule that Ms. Ramirez and Mrs. BrackenSquires will use to complete the Lesson Planning process.
Collaborative Planning form:
Moreillon- Supplement 1C―Collaborative Planning Sheet, Sample 3
Lisa BrackenSquires- First Grade Teacher and Jennifer Ramirez- School Librarian
1. Why are we asking students to engage in this learning experience? Goals/Standards
Children have a natural curiosity about the world around them. They often find interesting things on the playground and at home that they are eager to share. One of the science curriculum units in first grade is about insects. This insect investigation is a perfect anticipatory set that leads directly to the content they will study in science and in using reading comprehension questioning tools to learn more about insects.
The content standards below may need to change to be current with the TEKS standards for grade 1 in the areas listed below. (To be finalized Nov. 14-16)
Content Standards for Grade One Science
The student can ask questions about objects, organisms, events, places, or relationships in the environment.
Science TEKS for Grade 1:
(4) In Grade 1, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand the world around them in the context of scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms. (A) A central theme in first grade science is active engagement in asking questions, communicating ideas, and exploring with scientific tools in order to explain scientific concepts and processes like scientific investigation and reasoning; matter and energy; force, motion, and energy; Earth and space; and organisms and environment. Scientific investigation and reasoning involves practicing safe procedures, asking questions about the natural world, and seeking answers to those questions through simple observations and descriptive investigations.
(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:(A) ask questions about organisms, objects, and events observed in the natural world;
(E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.
(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:
(A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums.
I believe you can refine your selection of standards/indicators. Although all of these are aligned, I don't think you want to measure each one. Please re-examine and pick the ones you will assess.
Content Standard for Grade One Language Arts
The student can construct meaning by asking and answering who, what, when, why, where and how questions about what is read.
The student can present ideas in a logical order or sequence that is easy to follow
Reading TEKS for Grade 1:
(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(B) identify important facts or details in text, heard or read;
Writing TEKS for Grade 1:
(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:(E) publish and share writing with others.
(19) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(C) write brief comments on literary or informational texts.
(24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:
(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).
(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.
Content Standard for Grade One Technology
The student can demonstrate creative thinking and construct knowledge using technology
Technology TEKS for Grade 1:
(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
(A) apply keyword searches to acquire information; and
(B) select appropriate strategies to navigate and access information for research and resource sharing.
(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:(A) acquire information including text, audio, video, and graphics; and
(B) use on-line help.
(6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to:
(A) determine the success of strategies used to acquire electronic information; and
(B) determine the usefulness and appropriateness of digital information.
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(B) publish information in a variety of media including, but not limited to, stored files or video.
According to Standards for the 21st-Century, the lesson is focused on:
Standard 1:Inquire, think critically, and gain knowledge
1.1.3 Develop and refine a range of questions to frame search for new understanding.
Standard 3: Share knowledge and participate ethically and productively as members of our
democratic society.
Skills Indicators:
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the lesson.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess.
Dispositions Indicator:
2.2.4 Demonstrate personal productivity by completing products to express learning.
Responsibilities Indicator:
1.3.4 Contribute to the exchange of ideas within the learning community.
Self-Assessment Strategies Indicator:
1.4.2 Assess the quality and effectiveness of the learning product
What about: Develop and refine a range of questions to frame search for new understanding. (1.1.3)?
Internet websites and books for student use need to be located
To begin the discussion and investigation, one teacher will read, Bugs Are Insects by Anne Rockwell, followed by both teachers working collaboratively to elicit student responses for the KWL chart. One teacher will ask questions while the other records the students' responses. The students will work individually and in small groups with Mrs. BrackenSquires to focus on and learn how to obtain information about their insect. They work in small groups using the classroom leveled reading library to gather and record pertinent information related to the two essential questions: What is important about this insect? and How does it change throughout its life cycle? Reading comprehension strategy lessons conducted by Mrs. BrackenSquires will be centered on questioning during guided reading time in the first week. Additionally, the school librarian will assist small groups of students as they obtain their information in books and from Internet websites bookmarked by the technology resource teacher and both instructors. Students will pair/share read and record their findings in their own words on the various information templates (Outline for Insect Research Paragraph - document posted below) provided by their teacher. This is an ongoing reading activity conducted in the classroom over the course of five-ten days.
An online pathfinder may be an ideal way to share the bookmarked Web sites. Since multiple educators are contributing to it, putting it on a wiki would be most effective.
Small groups of students will work with Ms. Ramirez, and Mrs. BrackenSquires, in a series of five sessions that will focus on the creation of the technology presentation. In these sessions, the students will work collaboratively to select the most important facts (Synthesizing - Reading Comprehension) they wish to share about the insect. They will divide the scripting work, draft the segments, rehearse their parts, and critique each others' performance using selected rubrics.
Two parent volunteers will assist with the filming and in supervising the making of props the children may want to create for their group.
Hurray for involving parents!
The technology resource teacher will assist with the creation of the video or PowerPoint by supervising the use of the school video camera and by demonstrating how to use Movie Maker in the computer lab. In addition, student time in the computer lab will be used to help the children create and/or find pictures and organize notes about the stages of insect development.
Hurray for technology integration. Will students we working with partners or small groups? (Sorry if I missed that above...)
Students will use a matrix to monitor Questioning strategies- This will be finalized Nov. 16-19
The students will use their questioning matrix to develop a script for two-minute video on their findings and present their work to other first grade classes.
Students will use this form to help them document their research from literature they have explored. As students research, they will also use the Outline for Insect Research Paragraph template to document their findings. This form will also aid in the video presentation.
Students will use the attached check list to monitor their own work during the research process and video /PowerPoint presentation process.
Students will also be asked to reflect individually on the learning experience, changes in their perceptions of insects, and in learning how to use technology to communicate their knowledge. (This form will be created at a later date)
Classmates and the teachers will critique the final video performance or PowerPoint presentation using a simple rubric devised by the school librarian and the teacher. The rubric will include criteria on content accuracy, organization, delivery, and visual support used.
Students will need library books and age-appropriate Internet resources. They will use pencils, colored pencils, paper and any other art supplies needed to write their information and make props or pictures. The technology resource teacher will provide access to a video camera so the two collaborators can film student projects, and access to the computer lab will be provided so that students can watch a demonstration on how to create a class project movie using Movie Maker or PowerPoint.
Book and Online Resource for Students:
Jennifer,
We can move these forms to the bottom of this page and out of the way if we find we don't need them. These are just some student forms I have used in the past that come to mind when I think of what I would aim for in the lesson and how I would direct a collaborative lesson about how living things go through a process of change and transformation (i.e. life cycles). It is a typical scenario for grades one or two. We don't have to use these but I'm searching for everything I have at my fingertips. These are student forms, not planning forms, but I thought they'd give a little direction for the lesson outcomes.
Hi Lisa,
I looked over the forms you posted above and think they are helpful. Do you think we should incorporate them into the lesson plan later?
Jennifer
Yes, Jennifer. I think the forms are useful in helping children organize their ideas and notes. And as you can see, I chose planning form 1C for collaboration purposes. We still need to complete the lesson template.
Lisa
There are 3 planning forms from Dr. M's ALA site from which to choose. I suppose we need to begin with those. We will need to choose one today. Be sure to look at those- chapter 1 (1A, 1B, 1C)